EDU20005 Education for Sustainability Assignment Sample

Sustainable Education and Perspectives

Table of contents

1. Executive Summary

2. Background and context

3. Introduction

4. History of EFS (Education for sustainability)

5. Principles of EYLF & benefits of becoming eco-literate

6. Integration of Eco literacy in K-6 curriculum

7. Conclusion

8. References

Executive Summary on Education for Sustainability

Education for sustainability is a pressing need of today. Various global, national and state government laws and policies have been formed to provide protection to the environment and promote healthy human-nature interactions. Research has shown it is worthwhile to instil the idea to enhance thinking in children about the environment, social and financial aspects of sustainability from the initial years of a child's development (Young & Elliott, 2014; Laca, 2018). This will help children to grow and develop respect for the environment they live in and continue to be responsible human beings in the future.

It is a moral responsibility of everyone to take care of the natural resources and use them judiciously. The enactment of ECEfS (Early childhood education for sustainability) will play a chief part in reducing the pressure on the planet by encouraging this and future generations to have new thoughts and ways to foster life-long positive environmental attitudes to live a sustainable life (Engdahl, 2015). However, literature has shown that Early Childhood educators today find it very challenging to address the need for sustainability and how to articulate this to the children and families in their early childhood settings. The need for changing the curriculum is vital to support the educator to achieve standard of ECEFS (Elliott and Young 2015; Henriques & Brilha, 2017; Goleman, 2010).

Background and Context of Education for Sustainability

The school is located at a beautiful location bounded by parks and tall trees which provides bountiful natural surrounding for the children to play and grow in. and residential area is within a few kilometres for logical reasons such as lowering the traffic and thereby reducing the risk of accidents near school. Children need to understand nature and learn how to respect it. There are numerous studies which support the idea of introducing the concept of sustainability to children starting from a very young age or early years of their development. Education for sustainability (EFS) or Education for sustainable development (ESD) integrates knowledge, skills values in children which turns into effective and meaningful actions to ensure protection of the environment and creates a vision for a sustainable world. The main aim of EDS is to develop core values and behaviours in children to care for the environment which they inhabit.

Introduction of Brundtland Commission

Brundtland commission which was formerly known as the "World Commission on Environment Development" defined Sustainable development as a development which meets requirements of the present generation without having to compromise the ability of future or the forthcoming generations to meet their own needs to sustain life. Ever since the UN’s World Summit on Sustainable development in 2002, the perspective of the world has changed drastically in terms of the approach in resolving the environmental issues which concerns all the nations worldwide. Numerous initiatives have been implemented to sustain developmental growth across the globe. Goals of the sustainable development mainly encompass three aspects, which are, social, economical and environmental.

The Summit in 2002 made promises to resolve issues about these three factors for achieving standards of sustainable development. Education plays a vital role in the reinforcement of the concepts of sustainable development at an early age. This was identified as a primary driver of change by re-alignment of the current education system or the curriculum. This will enable the children to make environment-friendly decisions and also to carry out their actions in a conscious manner, keeping in view the impact of their decisions and actions on the environment. This will help in improving the quality of life of human beings at all levels.

History of EFS (Education for Sustainability)

The various elements which play an important in the implementation of "Education for Sustainability" or EDS includes environmental factors, issues related to poverty, citizenship, peace, ethics, and the role and responsibility of an individual in local as well as in the global context. UNESCO (United Nations Educational, Scientific and Cultural Organization) and the UN General assembly has adopted the United Nations Decade of Education for Sustainable Development, 2005-2014 (DESD) for the promotion of education for sustainability. They made an initiative to encourage an increase in the participation of various stakeholders from a variety of spheres such as their aim is to involve individuals from the government or the government officials, volunteers from the society, non-governmental organizations, general public etc.

They also the foundation of integrating sustainable development in all the aspects of education as well as learning. This is an International Implemented Scheme or IIS for DESD and the UNESCO to use education as a means of securing the natural resources by inculcating the values, behaviours, practices and an attitude of respect towards nature, which supports a sustainable lifestyle. The latest researches have revealed that there is a gap which needs to fill. Researches on the early childhood education did not lay sufficient emphasis on environmental/sustainability issues and inclusion of environmental studies in the quality of change in the early years of childhood of an individual (Davis, 2009; Somerville & Williams, 2015).

Despite the motivation from the United Nations Decade of Education for Sustainable Development (ESD) (2005–2014) and various themed national and international conferences on EfS in early childhood, the academician Davis, in his research detected that the results in this field are sparse. Even though the increase in the amount of EfS related activities persisted during the initial years of education of an individual at the level of educational institutes, it was noticed that there is a lack of development in the no. of research about the ability to ‘understand, structuralize or conduct an analysis of the developments (Davis, 2009). Many explanations derived from the unevenness in the results of these researches were narrowed down to a lack of focus on the integration of concepts of sustainability in the initial years of an individual's education.

This led to a dearth of resources in the pedagogy and means to obtain the sustainable goals. These exactitudes encompassed a variety and intricacies in the organizations, assemblies, government arrangements, make it problematic to progress a comprehensible method in the sector of education for sustainability. Various elements which were concluded by Davis’ research were poor documentation of EFS activities carried out in very young children. It was anticipated that the research ‘gap’ might fill up by motivating new evidence-based research projects targeted, which especially focus on education in the initial years of a child's life.

Adequate funding from the government to run these researches should be mandated as well as permitting a mix of experiences as well as new researchers in the field, should be considered. This will lead to building the research capacity of all the researchers in the field. The link between environmental education, requires a change in behaviour through the medium of formal as well as informal education; guidance and teaching correct value system to the children (Krieg, 2011).

Benefits of Becoming Eco-Literate

Numerous articles raise the question on the link between the role of the national curriculum and the shaping of the sustainability concept in the initial childhood years of an individual’s education. A judgement of this viewpoint can be clearly understood based on two main pieces of research which have been cited in the literature. One is based on the foundation of Australian Early Years Learning Framework (EYLF) (Commonwealth of Australia, 2009) which underlines the need of environmental education, as is the EYLF (Cutter-Mackenzie and Edwards, 2013). In the Australian Early Years Learning Framework, the concept of “sustainability” or “living sustainably” is set within ‘the environment’ which surrounds us.

‘Atmospheres and certain resources can also highlight our responsibilities for a sustainable future and encourage understanding in children about their accountability to protect and respect their surroundings (Commonwealth of Australia, 2009). The EYLF endorses that for achieving positive outcomes early childhood instructors must ‘Embed sustainability in daily routines and practices. Even though the framing of the national curriculum and quality gained increased attention in the area of EFS, there is lack of understanding that most of the sustainability education is formed by developing the empathy for the environment or the nature, which is something outside of, and separate from, and a part of normal human social life.

By integration of sustainability in each child’s mind, can lead to the birth of plenty of opportunities for developing a healthy lifestyle and be hopeful for a better and new future, as there will be plenty of resources utilization by current as well as for upcoming or for the newer generation. By teaching the young students regarding the preservation of nature, protection of the environment and adequate utilization its resources, there is a possibility to avoid many perils that may on another account fill the society and affect the lives of all mankind in a longer run, such as wars for resources like oil, and overland. By raising an eco-literate community, by increasing awareness of the students, there is scope of finding solutions for better survival and even to address the global environmental issues.

Another theory which emphasizes EFS is conducted by Duhn in 2012. According to the researcher, the initial years of the child's education are vital because that is the time when they develop the blueprint for life. The later years of an individual's existence is heavily built upon the experiences of the individual in the first five years from the birth of the child. Therefore, it is necessary to engage the child in critical assessment and judgment of the environment that surrounds him so that he develops into a rational individual. It motivates the child to make conscious choices about himself and the environment. EFS will allow the future citizens of the country to live in a world which is economically, socially, culturally and naturally stable by reinforcing the ethics and moral values which will help them to sustainable lives in the future.

Initiatives to Be Implemented in Classrooms, Outdoor Spaces and The Wider Community for K-6 Student

The sustainability goals must be embedded in the school curriculum in a holistic manner, which means it is implied on a whole-institution approach to adhere to certain specific guidelines and policies; by promoting critical thinking and inculcating problem-solving attitude while addressing the issues related to sustainable development. Use of different teaching techniques and methods which helps students to identify the “cause and effect” relationship of the human and nature interaction, this can be achieved by a variety of ways such as demonstration, arranging plays and dramas in school (Elliott, 2009). Involving participation of all the students, conducting a debate in school and publishing content in school magazines which create awareness in the students as well as in their families and communities regarding goals and ways of sustainable development.

Various teaching practices such as experiential learning process which focuses on teaching the students outside the educational institutes, for instance in the park or any other natural environment for an exposure and clear understanding of the concepts is called an experiential process. A research concluded that an outdoor experience united with the engagement of relevant school-based learning stratagems resulted in more active participation from the students by increasing their interaction with the natural surroundings. It was also taken account that students explored few parts of the local community, for instance, the sewerage treatment works and to demonstrate how realistic relations might be constructed between schools, local council as well as other groups.

The second type of teaching method which can be adopted for EFS is the “Inquiry method”. According to the research conducted by Kennely & Taylor, 2007, it is necessary to experience as well as have the ability to critically reflect upon interdisciplinary projects by the pre-service teachers in concern with the local environment. National Environmental Education Statement for Australian Schools (Australian Department of Environment and Heritage, 2005) and the NSW Quality Teaching framework also supports this viewpoint. (Davis & Elliott, 2014).

Inquiry learning comprises of examination of physical as well as socio-political magnitudes of an environmental issue with a view bettering the environmental practices (Browne, 2017). In this type of learning, students were free to choose any environmental-related issue which concerned them and were invigorated to actively participate in recognizing the issue, challenges faced by that issue and impact it made in their local environment (Prince, 2010). It was mandated for them to explain in detail how this issue manifestation itself as a global problem and also its significance at a national level.

Midst various other elements of the teaching pedagogy, community support actions, for instance, voluntary tree planting, conducting campaigns within the institution, debates and essays on conservation of energy and judicious use of water and electricity were encouraged.

Learning through play is also one of the effective methods to engage the child in education for sustainability activities. The educators are receptive to youngsters’ thoughts, which forms the basis for curriculum decision-making. Based on the children’s ideas, early life teachers can identify the potential of each child and the best methodology for its learning can be adopted. (Duhn, 2016).

Conclusion on Education for Sustainability

Role of an educator from a social constructionist perspective is the one which offers a diversion from the tensions that rift from a subject-driven approach. In the social context, the educator plays a vital role in "leading the learner into increasing levels of complexity" which opens up many ways for the teacher to build on activities that are out of the box and do not rely on the old traditional models of teaching. Focusing on ethics of work whilst respect for self and also for others, for the surroundings and the planet (Daries et al., 2009) offers a rich directive for Early childhood education or ECE.

By integration of sustainability in each child's mind, can lead to the birth of plenty of opportunities for developing a healthy lifestyle and be hopeful for a better and new future, as there will be plenty of resources utilization by current as well as for upcoming or for the newer generation. By teaching the young students regarding the preservation of nature, protection of the environment and adequate utilization its resources, there is a possibility to avoid many perils that may on another account fill the society and affect the lives of all mankind in a longer run, such as wars for resources like oil, and overland. By raising an eco-literate community, by increasing awareness of the students, there is scope of finding solutions for better survival and even to address the global environmental issues.

With a correct motive, the development of right actions takes place. It necessitates the incorporation of a variety of perspectives, active participation of all the stakeholders and development of effective partnerships, critical engagement of different ideas, discourses, practices, politics and policies and the skill and readiness to take calculated risks. Making ECE to look beyond the protected reserve for children dominated by romantic philosophies of childhood and nature involves stimulation of the child's imagination, bravery, heart, body and mind. It strains on knowing the purpose, the intent and the possibilities of a sustainable future. Such conversation or a debate with the growing children is sufficient to challenge the standpoints of human capitalism which only focuses on the economic discourse. It is time that view the world around us from the child's eye and engage with nature with a child’s mind by opening ourselves to the ideas of the future.

References for Education for Sustainability

Browne, K. (2017). Problematising the present: the historical contribution of consultancy to early childhood education in Australia: 1960-1985.

Daries, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., Siraj-Blatchford, J., & Vallabh, P. (2009). Early childhood education for sustainability: Recommendations for development. International Journal of Early Childhood, 41(2), 113.

Davis, J. (2009). Revealing the research ‘hole' of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

Davis, J. M. (2010). Early childhood education for sustainability: Why it matters, what it is, and how whole centre action research and systems thinking can help. Journal of Action Research Today in Early Childhood, (Educat), 35-44.

Davis, J., & Elliott, S. (Eds.). (2014). Research in early childhood education for sustainability: International perspectives and provocations. Routledge.

Duhn, I. (2012). Making ‘place' for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19-29.

Duhn, I. (2016). Making'place' for ecological sustainability in early childhood. In Environmental Education: Critical concepts in the environment (pp. 514-527). Routledge.

Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical play types: What do they suggest for learning about sustainability in early childhood education?. International Journal of Early Childhood, 45(3), 327-346.

Elliott, A. (2009). Moving forward with the Early Years Learning Framework. Every Child, 15(4), 2.

Elliott, S. (2010). Essential, Not Optional: Education for Sustainability in Early Childhood Centres. Exchange: The Early Childhood Leaders' Magazine Since 1978, 192, 34-37.

Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47(3), 347-366.

Goleman, D. (2010). Ecological intelligence: The hidden impacts of what we buy. Crown Business.

Henriques, M. H., & Brilha, J. B. (2017). UNESCO Global Geoparks: A strategy towards global understanding and sustainability.

Kennelly, J., & Taylor, N. (2007). Education for sustainability for the K-6 curriculum: A unit of work for pre-service primary teachers in NSW. Australian Journal of Environmental Education, 23, 3-12.

Krieg, S. (2011). The Australian early years learning framework: Learning what?. Contemporary Issues in Early Childhood, 12(1), 46-55.

Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 423-434.

Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.

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